Evaluate the following case studies, identifying IDEA disability categories where applicable. In 100-250 word responses, classify the IDEA disability category that each student may fall under. Provide a rationale for your identification choice that takes into consideration each student’s developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards’ kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas’ excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd grade
Harper attends Sunset Elementary School and has been placed in a class with 25 other 3rd graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself.
Austin, 5th grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and also hit his head very hard. When he came home from the hospital he looked just fine, but he needed lots of help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Part 2: Essay
Selecting one of the student scenarios in Part 1, address the following prompts in a 750-1,000 word essay:
Describe how language, culture, family background, and communities influence the learning of individuals with the selected disability.
Summarize the cognitive, linguistic, social, and emotional development of individuals with the selected disability and three instructional approaches that respond to the needs of individuals with the selected disability.
Support your response with at least three scholarly resources.
Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Benchmark – Summative Examination
1 1: No Submission 0.00%
2 2: Insufficient 69.00%
3 3: Approaching 74.00%
4 4: Acceptable 87.00%
5 5: Target 100.00%
100.0 %CRITERIA
30.0 %Case Study Short Answer Responses CEC 1.2; InTASC 1(f), 2(h)
Not addressed.
Short answer responses fail to convey applicable IDEA disability and rationale for disability identification choice is inappropriate.
Short answer response is vague in identifying applicable IDEA disability and/or an overly simplistic rationale for disability identification choice is provided.
Short answer responses identify IDEA disability and provide adequate, clear rationale for disability identification choice.
Short answer responses correctly identify IDEA disability and provide comprehensive, detailed rationale for disability identification choice.
Essay inappropriately describes how language, culture, and family background influence the learning of individuals with the selected disability.
Essay inadequately describes how language, culture, and family background influence the learning of individuals with the selected disability. Description is not clearly supported with research.
Essay adequately describes how language, culture, and family background influence the learning of individuals with the selected disability. Description is generally supported by research presented.
Essay comprehensively describes how language, culture, and family background influence the learning of individuals with the selected disability. Description is well supported with research.
30.0 %Essay: Development CEC 1.2; InTASC1(e), COE: D1 1.2
Not addressed.
Essay inappropriately summarizes the cognitive, linguistic, social, and emotional development of individuals with the selected disability and three instructional approaches that respond to the needs of individuals with the selected disability. Description is not supported with research.
Essay inadequately summarizes the cognitive, linguistic, social, and emotional development of individuals with the selected disability, the three instructional approaches do not adequately respond to the needs of individuals with the selected disability, and/or the description is not supported by research presented.
Essay adequately summarizes the cognitive, linguistic, social, and emotional development of individuals with the selected disability. The three instructional approaches generally respond to the needs of individuals with the selected disability. Description is supported with research.
Essay thoroughly summarizes the cognitive, linguistic, social, and emotional development of individuals with the selected disability. The three instructional approaches are engaging and fully address the needs of individuals with the selected disability. Description is well supported with research.
5.0 %Research Citations
Not addressed.
Research is not cited according to APA guidelines.
Research is cited according to APA guidelines and contains many errors.
Research is cited according to APA guidelines and contains very few errors.
Research is cited according to APA guidelines and contains no errors.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Word choice reflects well-developed use of practice and content-related language. It is free of mechanical and conventional errors.
100 %Total Weightage
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